Title: 小燕子

General Information about Item:

• Verbal lore
• Language: Chinese
• Country of Origin: China
• Informant: Stanley Li
• Date Collected: 5/17/2020

Informant Data:

• Stanley Li was born on December 8, 1962 in Guangzhou, China.  He lived there until after he graduated from college, and then moved to the U.S.  Growing, Stanley spoke Cantonese at home and with friends but learned and spoke Mandarin at school.  

Contextual Data:

• Social Context: Stanley learned this nursery from a teacher at school during music class as a way to learn music notes and words.  The nursery rhyme was then sung by children during recess or field trips during the springtime or happy moments.  
• Cultural Context:The nursery rhyme is pervasive throughout the nation and is uniform in structure and lyric.  Like other informants who learned Chinese nursery rhymes, the folklore was first obtained in a school environment from an adult.  

Item:

Audio file:

Original Text:

小燕子，穿花衣，

年年春天到这里，

我问燕子你为啥来，

燕子说，这里的春天最美丽

Transliteration:

xiao yan zi, chuan hua yi

nian nian chun tian dao zhe li

wo wen yan zi ni wei sha lai

yan zi shuo zhe li de chun tian zui mei li

Word-for-word translation:

Little swallow, brightly dressed

Year year spring day come here

I ask the swallow, “Why do you come here?”

The swallow said, “Here spring is the most beautiful.”

Free translation:

Little swallow, brightly colored 

You come here every spring

I ask the swallow, “Why do you come here?”

The swallow said, “The springs here are the most beautiful.”

Informant’s Comments:

• Stanley interpreted this song as one form of propaganda that praised a new China with the emphasis of a beautiful spring and an eager swallow, as it was published six years after the Cultural Revolution.  The spring underscored new beginnings after a colder and darker time period, as represented by a new spring.  

Collector’s Comments:

• The nursery rhyme could also be interpreted as a way to appreciate nature once spring has once again emerged.  Springs often represent renewal of hope due to the better weather but not necessarily within the cultural and historical context of mid-1900 China.

Collector’s Name: Jasmine Li

Tags/Keywords:

• Language
• Nursery rhyme
• Entertainment
• Verbal lore

Title: 找朋友

General Information about Item:

• Verbal lore
• Language: Chinese
• Country of Origin: China
• Informant: Stanley Li
• Date Collected: 5/17/2020

Informant Data:

• Stanley Li was born on December 8, 1962 in Guangzhou, China.  He lived there until after he graduated from college, and then moved to the U.S.  Growing, Stanley spoke Cantonese at home and with friends but learned and spoke Mandarin at school.  

Contextual Data:

• Social Context: Stanley learned this nursery from a teacher at school during music class as a way to learn music notes and words.  The nursery rhyme was then sung by children during recess or field trips during the springtime or happy moments.  
• Cultural Context: The nursery rhyme is pervasive throughout the nation and is uniform in structure and lyric.  Like other informants who learned Chinese nursery rhymes, the folklore was first obtained in a school environment from an adult.  

Item:

Audio file:

Original Text:

找啊找啊找啊找，

找到一个好朋友，

敬个礼啊握握手，

你是我的好朋友。

Transliteration:

Zhao a zhao a zhao a zhao,

zhao dao yi ge hao peng you,

jing ge li wo wo shou,

ni shi wo de hao peng you

Word-for-word translation:

Seek, seek, seek,

Found a best pal,

Give a salute, shake your hand,

You are my best pal

Free translation:

Go look, look, look,

I found a good friend

Let’s salute, shake hands,

You’re my best friend

Informant’s Comments:

• Stanley interpreted this as a means to make friends between little kids in China.

Collector’s Comments:

• Similar to the informant’s comments, this nursery rhyme could be sung for fun as a way to strengthen camaraderie between children.

Collector’s Name: Jasmine Li

Tags/Keywords:

• Chinese
• Nursery rhyme
• Entertainment
• Verbal lore

Title: Marcha de Osías 

General Information about Item:

• Verbal lore
• Language: Spanish 
• Country of Origin: Mexico
• Informant: RIcky Juan-Ramos
• Date Collected: 5/9/2020

Informant Data:

• Ricky Juan-Ramos was born February 1, 2001 in Salinas, California.  He grew up in a Mexicna-Philipino-American family.  Ricky’s father identifies predominantly as Philipino but is also of Japanese and Chinese descent, while his mother is Mexican of European descent.  Both his parents speak Spanish but Ricky’s father also speaks Japanese.  As a result, Ricky grew up speaking English, Japanese, and Spanish.  Additionally, Ricky attended schools that were predominantly of Spanish-speaking and Asian populations and was exposed to various facets of Hispanic and Asian culture.  Ricky is a current Dartmouth student in the class of 2023.

Contextual Data:

• Social Context: Ricky learned this nursery rhyme in elementary school from a Latin-American neighbor.  Similar to other kinds of folklore that was collected, this rhyme was accompanied by clapping in a game that resembled pattycake and was played during recess.  The children would then march to the rhythm and pretend to be bears.  This nursery rhyme was primarily passed between children for fun.  
• Cultural Context: This nursery rhyme originated in Argentina and is relatively unknown to other Spanish-speaking individuals from different countries.

Item:

Audio file:

Original Text:

Osías el osito en 

Mameluco

Paseaba por la calle 

Chacabuco

Mirando las tiendas 

Con reojo

Sin alcancía pero

Con antojo

Por fin decidió ir a un

Bazarito

Todo esto pero sin dinerito

Y con el ganas se fue al mercado

Y encontró 

un temporado

Y con un peso al día

Junto sus 

Alegrías

Regresó al 

Bazarito

Y compró

Un tamborino

Con su tamborino Osías

El osito

Fue el más feliz de todos en 

Mameluco

Paseando por la calle 

Chacabuco

Osías el osito en 

mameluco

Marchaba por la calle

Chacabuco

Word-for-word translation:

Osías the Bear in

Mameluco

Walking along the street

Chacabuco

Looking the stores

With glance

Without piggy bank but

With craving

At last decided to go to a 

Little bazaar

All this but without little money

And with the desire went to the market

And found

A temporary job

And with a peso a day

Together their

Joys

Returned to 

The little bazaar 

And bought 

A tambourine

With his tambourine Osías

The bear

Was the most happy of all in 

Mameluco

Walking along the street 

Chacabuco

Osías the Bear in 

Mameluco

Marching along the street

Chacabuco

Free translation:

Osías the Bear in

Mameluco

Was walking along the street named

Chacabuco

Looking at the stores

With a glance

Without piggy bank but

With a craving

At last he decided to go to a 

Little bazaar

All this but without little money

And with desire went to the market

And found

A temporary job

And with a peso a day

Together their

Joys

He returned to 

The little bazaar 

And bought 

A tambourine

With his tambourine Osías

The bear

Was the happiest in all

Mameluco

Walking along the street 

Chacabuco

Osías the Bear in 

Mameluco

Marching along the street

Chacabuco

Informant’s Comments:

• Ricky interpreted this rhyme as simply a silly song about bears receiving orders and playing and marching along to the beat.  The nursery rhyme serves only as entertainment. 

Collector’s Comments:

• Building upon Ricky’s interpretation, this rhyme could reflect the innocence of a child in Argentina.  The sheer joy that the tambourine provided highlights the types of toys that were available to Argentine kids as well as the innocence and happiness.

Collector’s Name: Jasmine Li

Tags/Keywords:

• Language
• Nursery rhyme
• Entertainment
• Verbal lore

Title: Duerme Negrito

General Information about Item:

• Verbal lore
• Language: Spanish 
• Country of Origin: Mexico
• Informant: Ricky Juan-Ramos
• Date Collected: 5/9/2020

Informant Data:

• Ricky Juan-Ramos was born February 1, 2001 in Salinas, California.  He grew up in a Mexicna-Philipino-American family.  Ricky’s father identifies predominantly as Philipino but is also of Japanese and Chinese descent, while his mother is Mexican of European descent.  Both his parents speak Spanish but Ricky’s father also speaks Japanese.  As a result, Ricky grew up speaking English, Japanese, and Spanish.  Additionally, Ricky attended schools that were predominantly of Spanish-speaking and Asian populations and was exposed to various facets of Hispanic and Asian culture.  Ricky is a current Dartmouth student in the class of 2023.

Contextual Data:

• Social Context: Ricky learned about parts of the nursery rhyme from multiple sources when he was visiting his brothers in Cancún.  Some friends from different regions of Mexico and of Caribbean descent told him some of the lyrics in the rhyme.  However, Ricky’s aunts sang  and explained the entire nursery rhyme.  The nursery rhyme is used to put babies to sleep and, like other lullabies, includes elements that are meant to incite fear.
• Cultural Context: Originating in the Coastal Caribbean, this nursery rhyme is influenced by the history of racial segregation in Mexico, as indicated by the usage of the word “negrito,” which has racial implications. 

Item:

Audio file:

Original Text:

Duerme duerme negrito

Que tu mamá esta en el campo negrito

Te va traer codornices para ti

Te va traer rica fruta 

Te va traer carne de cerdo para ti

Te va traer muchas cosas ricas para ti

Y si negro no duerme 

Viene el diablo blanco 

Viene el diablo blanco 

Viene el diablo blanco 

Y paz

le lleva la patita 

Chacabumba chacabumba chacabumba

Duerme duerme negrito

Que tu mamá está en el campo

Trabajando sí

Trabajando duramente 

Trabajando sí

Trabando y no le pagan

Trabajando sí

Trabajando y va de luto

Trabajando

Trabajando negritito

Trabajando sí

Trabajando

Trabajando

Word-for-word translation:

Sleep sleep little black one

That your mother is in the field little black one

To you will to bring quails for you 

To you will to bring rich fruit 

To you will to bring meat of pig for you

To you will to bring many things rich for you

And if black one no sleep

Come the devil white

Come the devil white

Come the devil white

And zap

It takes the leg

Chacabumba chacabumba chacabumba

Sleep sleep little black one

That your mother is in the field little black one

Working yes

Working hard

Working yes

Working and no to he/she they pay

Working yes

Working and goes of mourning

Working

Working little little black one

Working yes

Working 

Working

Free translation:

Sleep sleep little black one

Your mother is in the field little black one

She’ll bring quails for you

She’ll bring you rich fruits

She’ll bring you pork

She’ll bring you many riches 

And if you don’t sleep black one

The white devil will come

The white devil will come

The white devil will come

And zap

He’ll take your little leg

Chacabumba chacabumba chacabumba

Sleep sleep little black one

Your mother is in the field

Working yes

Working hard

Working yes 

Working and not getting paid

Working yes

Working and mourning

Working

Working little black one

Working yes

Working

Working

Informant’s Comments:

• Ricky speculated that the nursery rhyme has roots from the colonial period, during which locals worked in the fields as slaves.  The nursery rhyme mentions a “white devil,” alluding to the European explorers who relied upon slave labor and used their power to subjugate the native population.

Collector’s Comments:

• Adding on to Ricky’s analysis, this nursery rhyme also depicts other specific aspects of daily life during this time period.  For instance, the lyrics warn young slave children to behave for fear of their mothers losing their jobs as well as mothers sneaking goods back from the field for their children.  Both of these actions reflect the conditions under which Mexicans once lived and is essential in accurately portraying the folk of the time.

Collector’s Name: Jasmine Li

Tags/Keywords:

• Language
• Nursery rhyme
• Lullaby
• Verbal lore

Title: Il coccodrillo come fa?

General Information about Item:

• Verbal lore
• Language: Italian
• Country of Origin: Italy
• Informant: Jack Dwortz
• Date Collected: 5/12/2020

Informant Data:

• Jack Dwortz was born on May 15, 2000.  He was born in Illinois but was raised and currently lives in Boston.  He has an older sister and a younger brother, and his family has lived in New England for generations.  Jack has not yet declared a major but has interests in languages.  Between the end of high school and starting college, Jack traveled to Italy and Spain and is fluent in both Italian and Spanish.  He also has learned French and German since his gap year.  Jack is a current Dartmouth student in the class of 2023.

Contextual Data:

• Social Context: While he was in Italy,  Jack attended classes formally to learn Italian in a classroom setting.  He learned this nursery rhyme from his Italian teachers in Rome.  He joyously remembered this children’s nursery rhyme as a silly jingle for a crocodile’s behavior.
• Cultural Context: “Il coccodrillo come fa?” is sung to and by children in school settings.  The rhyme is widespread throughout Italy and there are no variations.  

Item:

Audio file:

Original Text:

Il coccodrillo come fa

Non c’è nessuno che lo sa

Si dice mangi troppo

Non metta mai il cappotto

Che con i denti punga

Che molto spesso pianga

Però quand’è tranquillo come fa ‘sto coccodrillo?

Il coccodrillo come fa

Non c’è nessuno che lo sa

Si arrabbia ma non strilla

Sorseggia camomilla

E mezzo addormentato se ne va

Word-for-word translation:

The crocodile how does

Not there is no one that it knows

One says eats too much

Not puts on never the jacket

That with the teeth punctures

That very often cries.

But when is tranquil how does this crocodile

The crocodile how does

The crocodile how does

Not there is no one that it knows

Itself angers but not yells

Sips chamomile

And half asleep itself of this goes.

Free translation:

What sound does the crocodile make?

Nobody knows!

They say he eats too much,

That he bites with his teeth,

That he cries all the time.

But when he’s calm what sound does this crocodile make?

What sound does the crocodile make?

Nobody knows!

He gets angry but he doesn’t yell,

He sips his chamomile

And, half asleep, he goes away.

Informant’s Comments:

• Jack thinks of this nursery rhyme as an introduction of animal noises for children and is used to entertain children

Collector’s Comments:

• “Il coccodrillo come fa?” belongs to the category of nursery rhymes that incite joy in children.  This nursery rhyme is short and entertaining, allowing for its easy memorization and transmittance.  As a result, this nursery rhyme has a longevity that will continue to extend for many years.

Collector’s Name: Jasmine Li

Tags/Keywords:

• Language
• Nursery rhyme
• Entertainment
• Verbal lore

Title: La befana vien di notte

General Information about Item:

• Verbal lore
• Language: Italian
• Country of Origin: Italy
• Informant: Jack Dwortz
• Date Collected: 5/12/2020

Informant Data:

• Jack Dwortz was born on May 15, 2000.  He was born in Illinois but was raised and currently lives in Boston.  He has an older sister and a younger brother, and his family has lived in New England for generations.  Jack has not yet declared a major but has interests in languages.  Between the end of high school and starting college, Jack traveled to Italy and Spain and is fluent in both Italian and Spanish.  He also has learned French and German since his gap year.  Jack is a current Dartmouth student in the class of 2023.

Contextual Data:

• Social Context: While he was in Italy, Jack learned this nursery rhyme from his host family around Christmas time.  Gathered around the dinner table, the family introduced and explained the rhyme to Jack.  He fondly recounted this memory to me, as if he was once again reveling in the same happy moments of the holiday season.
• Cultural Context: This nursery rhyme is well-known and prevalent throughout Italy and is either said to or by children.  It is generally told during Christmas and describes la befana, who is a witch who delivers candies or gifts to children on January 5th, the Eve of Epiphany.  Although the first two lines are always the same, the last two lines can differ, depending on the region in which one lives.  Despite the variations, the nursery rhyme is recognizable by all as “La befana vien di notte”.  

Item:

Audio file:

Original Text:

La befana vien di notte,

Con le scarpe tutte rotte,

Col vestito alla romana.

Viva viva la befana

Alternate last 2 lines:

Colla scopa di saggina 

Viva viva la nonnina

Word-for-word translation:

The Befana comes of night

With the shoes all broken

With the dress to the roman

Live live the befana.

Alternate last 2 lines:

With the broom of sage

Live live the little grandma.

Free translation:

The Befana comes at night

In tattered shoes

Dressed in Roman style

Long live the Befana!

Alternate last 2 lines:

On her sage broomstick

Long live the little granny.

Informant’s Comments:

• To Jack, “La befana vien di notte” represents the anticipation and excitement of the witch bearing treats for the good children and a stick or coal for the bad children.  The distinction between the stick and coal corresponds to poorer or richer regions in Italy, respectively.  Jack likened the concept to the American concept of Santa Claus, a connection which allowed him to better understand Italian culture.

Collector’s Comments:

• Similar to some other nursery rhymes, “La befana vien di notte” contains elements that are used to frighten children.  Not only does this introduce a force that encourages good behavior but it also instills a sense of cultural identity in children.  Passing on nursery rhymes from a young age can help to consolidate these memories and ensure that it is passed to future generations.  

Collector’s Name: Jasmine Li

Tags/Keywords:

• Language
• Nursery rhyme
• Entertainment
• Verbal lore

Title: 三轮车

General Information about Item:

• Verbal lore
• Language: Chinese
• Country of Origin: China
• Informant: Joanne Liu
• Date Collected: 5/19/2020

Informant Data:

• Joanne Liu was born on May 29, 2001 to Chinese parents in Hong Kong.  She grew up there and grew up speaking English, Cantonese, and Mandarin.  Joanne is a current Dartmouth student in the class of 2023.

Contextual Data:

• Social Context: Joanne learned this nursery rhyme from her dad as a child.  Parents serve as another source from which Chinese children can learn nursery rhymes.  
• Cultural Context: Although the nursery rhyme is widespread, there are different versions of the song.  The nursery rhyme reflects the prevalent usage of rickshaws in China during the 20th century, highlighting the difficult life of rickshaw drivers.  Much like some other nursery rhymes, there is a component that reflects contemporary events or climates.

Item:

Audio file:

Original Text:

三轮车跑得快

上面坐个老太太

要五角，给一元

你说奇怪不奇怪

Transliteration:

San lun che pao de kuai

Shang mian zuo ge lao tai tai

Yao wu mao, gei yi kuai

Ni shuo qi guai bu qi guai

Word-for-word translation:

Three-wheeled car, runs fast

On top sits a old lady

Need 50 cents, give a dollar

You say weird not weird

Free translation:

The rickshaw runs really fast

A little old lady sits on the top

You’ll need 50 cents, but tip a dollar

You say it’s weird, but it isn’t weird

Informant’s Comments:

• Joanne believed that the nursery rhyme underscored the little money that rickshaw drivers made, $.50, but they were helped by people who would give tips to help them.

Collector’s Comments:

• Rickshaws represent an essential part of Chinese culture, which garners not only respect from the general public but also the proper payment of their drivers.  

Collector’s Name: Jasmine Li

Tags/Keywords:

• Language
• Nursery rhyme
• Verbal lore

Title: 两只老虎

General Information about Item:

• Verbal lore
• Language: Chinese
• Country of Origin: China
• Informant: Joanne Liu
• Date Collected: 5/19/2020

Informant Data:

• Joanne Liu was born on May 29, 2001 to Chinese parents in Hong Kong.  She grew up there and grew up speaking English, Cantonese, and Mandarin.  Joanne is a current Dartmouth student in the class of 2023.

Contextual Data:

• Social Context: Joanne learned this nursery rhyme from a kindergarten teacher.  She repeated this rhyme for fun during class or recess with friends.  Much like other Chinese children, Joanne learned entertaining nursery rhymes at school from an adult and sang them with her peers.
• Cultural Context: This nursery rhyme is widespread throughout China and used as a form of entertainment among young children.  

Item:

Audio file:

Original Text:

两只老虎

两只老虎

跑得快

跑得快

一只没有眼睛

一只没有尾巴

真奇怪

真奇怪

Transliteration:

Liang zhi lao hu

Liang zhi lao hu

Pao de kuai

Pao de kuai

Yi zhi mei you yan jing

Yi zhi mei you wei ba

Zhen qi guai

Zhen qi guai 

Word-for-word translation:

Two Tigers

Two Tigers

Running fast

Running fast

One tiger has no eyes

One tiger has no tail

Very strange!

Very strange!

Free translation:

There are two tigers

There are two tigers

They’re running fast

They’re running fast

One of them has no eyes

The other has no tail

It’s very strange

It’s very strange

Informant’s Comments:

• Joanne was not sure of the interpretation of the nursery rhyme, as it is primarily a funny rhyme set to the theme of “Frere Jacques”.  However, she did speculate that the rhyme could be describing the tigers in China’s mountains, serving as a cautionary tale to warn children from wandering alone in the forest.

Collector’s Comments:

• This nursery rhyme could reflect the folkloric and symbolic significance of tigers, as they represented strongly forces within nature.

Collector’s Name: Jasmine Li

Tags/Keywords:

• Language
• Nursery rhyme
• Entertainment
• Verbal lore

Title: Баю-баюшки баю

General Information:

• Verbal Folklore: Russian nursery rhyme
• Language: Russian
• Country of Origin: Russia
• Informant: Katya Pronichenko
• Date Collected: 5/13/2020

Informant Data:

• Katya Pronichenko was born November 6, 2000.  She was born and raised in L.A., where she lived with her older brother and Russian and Ukrainian parents.  Growing up, Katya attended Russian school in her native L.A. and frequently spoke Russian to her friends and family.  Katya is a current Dartmouth student in the class of 2023.

Contextual Data:

• Social context: As a young girl, Katya learned this nursery rhyme from dad, who told it to help her fall asleep.
• Cultural context: This nursery rhyme is well-known and uniform throughout Russia but has little to no cultural implications. 

Item:

Audio File:

Original Text:

Баю-баюшки баю

Не ложись на краю

Придёт серенький волчок,

И укусит за бочок

Transliteration:

Bayu-bayushki bayu

Ne lozhis’ na krayu

Pridyot seren’kiy volchok,

I ukusit za bochok  

Word-for-word translation:

Hush-a-bye, Hush-a-bye,

Don’t lie on the edge.

Will come a gray wolf,

And bite you in the side.

Free translation:

Hush, hush, hush

Stay away from the edge.

If not, a gray wolf will come

And bite your side.

Informant’s Comments: Katya interpreted the nursery rhyme as a calming ritual before falling asleep.  She also recognized that it contained warnings about not lying too close to the bed at night, a warning that is indicative of other nursery rhymes that served to lull a child to sleep.

Collector’s Comments: The nursery rhyme was told to help still a child’s movements, easing both the parents’ and childs’ mind at night.  In Russian folklore, wolves are frequently used as an omen of danger, which reflects that this rhyme is deeply rooted in the verbal folklore of Russian culture.

Collector’s Name: Jasmine Li

Tags/Keywords:

• Russian
• Nursery rhyme
• Lullaby
• Verbal folklore

Title: Вышел зайчик погулять

General Information:

• Verbal Folklore: Russian nursery rhyme
• Language: Russian
• Country of Origin: Russia
• Informant: Katya Pronichenko
• Date Collected: 5/13/2020

Informant Data:

• Katya Pronichenko was born November 6, 2000.  She was born and raised in L.A., where she lived with her older brother and Russian and Ukrainian parents.  Growing up, Katya attended Russian school in her native L.A. and frequently spoke Russian to her friends and family.  Katya is a current Dartmouth student in the class of 2023.

Contextual Data:

• Social context: As a young girl, Katya heard this nursery rhyme from her parents.  The short story contained within the rhyme served as entertainment for small children.  When discussing this nursery rhyme, Katya joyfully recalled this nostalgic memory from her childhood.  
• Cultural context: This nursery rhyme is well-known and uniform throughout Russia but has little to no cultural implications. 

Item:

Audio File:

Original Text:

Раз, два, три, четыре, пять,

Вышел зайчик погулять.

Вдруг охотник выбегает,

Прямо в зайчика стреляет.

Пиф – паф! Ой-ой-ой!

Умирает зайчик мой.

Привезли его домой,

Оказался он живой!

Transliteration:

Raz, dva, tri, chetyre, pyat’,

Vyshel zaychik pogulyat’.

Vdrug okhotnik vybegaet,

Pryamo v zaychika strelyaet.

Pif – paf! Oy-oy-oy!

Umiraet zaychik moy.

Privezli yevo domoy,

Okazalsya on zhivoy!

Word-for-word translation: 

One, two, three, four, five

A bunny went out for a walk.

Suddenly a hunter appeared,

And shot the bunny.

Bang! Bang! Oh, oh, oh!

My bunny is going to die.

He was brought home,

Turns out he’s alive.

Free translation: 

One, two, three, four, five

A bunny went for a walk.

Suddenly a hunter appeared,

And shot the bunny.

Bang! Bang! Oh, no!

My bunny is going to die,

I brought him home,

But turns out he was alive.

Informant’s Comments: Katya interpreted the nursery rhyme as a short story simply detailing how a rabbit was shot in the forest but miraculously survived.  

Collector’s Comments: Although not always appearing simultaneously, rabbits, forests, and hunters are all common elements in Russian folklore.   Their inclusion in this nursery rhyme reflects the importance of these core figures as a part of the Russian cultural identity in verbal genres.

Collector’s Name: Jasmine Li

Tags/Keywords:

• Russian
• Nursery rhyme
• Entertainment
• Verbal folklore